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Online Learning and Experiences in Higher Education during COVID-19: A Systematic Review

Author

Listed:
  • Liliana Pedraja-Rejas

    (Departamento de Ingeniería Industrial y de Sistemas, Universidad de Tarapacá, Casilla 7D, Arica 1020000, Chile)

  • Emilio Rodríguez-Ponce

    (Instituto de Alta Investigación, Universidad de Tarapacá, Casilla 7D, Arica 1020000, Chile)

  • Camila Muñoz-Fritis

    (Departamento de Ingeniería Industrial y de Sistemas, Universidad de Tarapacá, Casilla 7D, Arica 1020000, Chile)

  • David Laroze

    (Instituto de Alta Investigación, Universidad de Tarapacá, Casilla 7D, Arica 1020000, Chile)

Abstract

This paper aims to learn about Chilean teachers and students’ experiences and positions to understand how they coped with online learning during the COVID-19 pandemic. The article focuses on student engagement, virtual professional practices, and the difficulties teachers perceive. A review of articles published in Web of Science, Scopus, and SciELO is carried out to meet the objective. The results show different levels of behavioral, cognitive, and affective engagement of students. Different complications were also identified in the realization of professional practices in virtual modality. The profound impacts that this area had on teacher training were mainly highlighted. Finally, university professors raised difficulties in five aspects: acceptance and use, domestic, technological, organizational, and with students. These findings provide several recommendations for the post-COVID-19 era, which can serve as a guide for policymakers, university managers, and academics.

Suggested Citation

  • Liliana Pedraja-Rejas & Emilio Rodríguez-Ponce & Camila Muñoz-Fritis & David Laroze, 2023. "Online Learning and Experiences in Higher Education during COVID-19: A Systematic Review," Sustainability, MDPI, vol. 15(21), pages 1-21, November.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:21:p:15583-:d:1273343
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    References listed on IDEAS

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    1. Lee Jin Choi & Mi Yung Park, 2022. "Teaching Practicum During COVID-19: Pre-Service English Language Teachers’ Professional Identities and Motivation," SAGE Open, , vol. 12(3), pages 21582440221, September.
    2. Claudia E. Stoian & Marcela A. Fărcașiu & Gabriel-Mugurel Dragomir & Vasile Gherheș, 2022. "Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective," Sustainability, MDPI, vol. 14(19), pages 1-18, October.
    3. Panigrahi, Ritanjali & Srivastava, Praveen Ranjan & Sharma, Dheeraj, 2018. "Online learning: Adoption, continuance, and learning outcome—A review of literature," International Journal of Information Management, Elsevier, vol. 43(C), pages 1-14.
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